Dissertation Writing Help - Perceptions of the impact of a standards-based teacher evaluation system, based on the danielson framework for teaching model, on teaching and student learning

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The objective of this study was to determine teacher perceptions of the impact on instructional practice and student learning of a standards-based, performance evaluation system based on Charlotte Danielson's Framework for Teaching model. The study used expectancy theory to investigate teacher motivation: expectancy - did teachers believe they could enhance their practice to the standards in the program; instrumentality - did teachers believe certain outcomes would result from their trying to meet the standards; and valence - did teachers positively or negatively value the outcomes from the process. The study also investigated seven factors previous research has shown to positively impact teacher perceptions and acceptance of a performance-based evaluation.

The study employed a mixed methods single-case study design using a positioned-subject approach, and was conducted in a high performing, suburban, Wisconsin district, enrolling 3,500 students in five elementary schools, two middle schools and one high school. All teachers were surveyed and a sample of twenty teachers representing a cross section of the total teaching staff was interviewed. Administrators implementing the performance evaluation also were interviewed. The school system had been using an evaluation model based on the Framework for Teaching model since1997.

Survey questions based on the three dimensions of expectancy theory - expectancy, instrumentality, and valence - were asked to seek an understanding of factors related to how the evaluation process impacted teacher motivation issues to improve instruction. Survey questions also solicited teacher reactions to evaluation systems in dimensions such as: teacher's understanding, impact on teaching and work, evaluator expertise, fair process, fair results, accuracy, and acceptance. After the quantitative data from the written survey were generated and analyzed, selected teachers and administrators were interviewed in a semi-structured, open-ended format.

The results on the three dimensions of expectancy theory indicated that motivation to participate in the evaluation process was low. Expectancy was high. Teachers believed that their efforts in participating in the evaluation model would lead to improved teaching performance and student learning. However, instrumentality and valence were low. The findings indicated that instrumentality was low, as teachers did not see a positive outcome, such as improved teaching performance, increased student learning, or a sense of personal satisfaction, as a result of their participation in the evaluation process. The findings indicated that valence was also low. The perceived value of the evaluation process was generally negative. In fact, participation in the evaluation process caused teachers a great deal of stress, which could be considered an outcome with a strong negative valence. In summary, although expectancy was high both instrumentality and valence were low, suggesting that teachers had little motivation to participate actively in the program; they did not believe the program would lead to rewarding results, such as better instructional practice and improved student learning, and thus saw little value in the program.

In terms of teacher reactions to various dimensions of the evaluation program, the results led to an overall conclusion not to continue the program. First, the teachers understood the evaluation program and process, its standards and rubrics, and believed that their instruction could reach the top levels of the rubrics. Second, they believed that the evaluators understood the evaluation process very well, implemented it in a fair manner and liked the feedback they received during the process. But, teachers still believed that participation in the process was not worth much effort because they did not see the system as positively impacting their teaching practice or student learning; did not see they system leading to any greater personal reflection or increased discussions with their colleagues regarding instructional practice, but required extra work and caused stress. The net result was a general feeling that the program should be discontinued, as benefits did not outweigh costs.

In general, the study's findings were similar to prior research that used expectancy theory as a theoretical framework when examining employee motivation towards appraisal systems. Some of the study's findings were similar to prior research on teacher response to evaluation systems; yet there were also some findings that were inconsistent with previous studies.

The study led to four policy implications for school districts considering implementing a standards-based evaluation model.

1. The evaluation process must be clearly defined and directly connected to the intended outcome. For example, if the intended outcome is improved student learning, what data can be revealed to indicate that the effect of changed teaching practice from participation in the evaluation process has led to increased student learning? If the teacher can see a direct connection, it is more likely that he/she will be motivated to participate in the process because of the positive outcome.

2. Motivation issues must be considered in the development and implementation of an evaluation process. Increased motivation should lead to increased commitment to the process. For example, motivation could be enhanced if there were tangible intrinsic or extrinsic outcomes, or rewards. The evaluation process, therefore, must be designed to be personal and clearly designed with this intended outcome.

3. The evaluation system should be more product and less process focused. It may be best to develop a model that is less complex but more directly addresses personal goals for the individual teachers.

4. There needs to be a clearly defined purpose to all aspects of the evaluation process. A clearly defined purpose of all aspects of the evaluation process is essential so that the participants don't perceive specific aspects of the process as just "busy work." Each aspect of the evaluation process should be designed with the intended purpose of improving teacher performance or student learning.